A decade of educational robotics: trends and SDG contributions

Shiqi Lu, Zalik Nuryana (), Xiaoyu Ni, Wenbin Xu and Muhammad Nazir Alias
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Shiqi Lu: Jiangsu Second Normal University
Zalik Nuryana: Universitas Ahmad Dahlan
Xiaoyu Ni: Nanjing Normal University
Wenbin Xu: Nanjing Normal University
Muhammad Nazir Alias: Universiti Kebangsaan Malaysia, Bangi

Palgrave Communications, 2025, vol. 12, issue 1, 1-16

Abstract: Abstract In the last decade, the integration of robotics into education has evolved from experimental application to a key area of interdisciplinary research. Educational robotics is increasingly recognized for its potential to improve student engagement, foster computational thinking, and support broader educational reforms aligned with global development objectives. Despite this growth, a comprehensive, large-scale mapping of how research in this area has developed, particularly in relation to global frameworks such as the Sustainable Development Goals (SDGs), remains limited. This study addresses that gap by conducting a bibliometric analysis of 1120 peer-reviewed publications on robotics in education indexed in the SSCI Web of Science from 2015 to 2024. The research utilizes a triangulated methodological approach combining Bibliometric.com, Biblioshiny, and VOSViewer to explore publication trends, authorship patterns, institutional and geographic distribution, keyword co-occurrence, and thematic evolution over time. The results reveal a sharp increase in publication volume after 2018, with significant contributions from the United States, China, and the United Kingdom. Key thematic trends include computational thinking, human-robot interaction, and early childhood learning. The study also identifies how this body of research aligns with specific SDGs, particularly SDG 4 (Quality Education), SDG 3 (Good Health and Well-Being), and SDG 8 (Decent Work and Economic Growth). These findings provide a clearer understanding of the intellectual landscape and global impact of educational robotics research. By identifying dominant contributors, emerging topics, and structural gaps, this study informs future academic inquiry, policymaking, and investment strategies in technology-enhanced education with a sustainability focus.

Date: 2025
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DOI: 10.1057/s41599-025-05663-5

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